Breinfisiologiese fasette as basis vir 'n aantal parameters vir 'n aanvangsleesmetode

• Main Author: Meij, Martha Catharina
• Other Authors: Lessing, A. C. (Anna Christina), 1947-
• Format: Others
• Language: af
• Published: 2015
• Subjects: Reading methods; Beginning reading; Phonics; Global reading methods; Whole language; Brain and language; Laterality; Cognitive differences - boys/girls; Short term memory; Working memory; Parameters for beginning reading; Brein en taal; Werkende geheue; Leesmetodes; Aanvangslees; Fonologiese metode; Globale metode; Geheeltaal; Lateraliteit; Kognitiese verskille - seuns/dogters; Korttermyngeheue; Parameters vir aanvangslees; 372.4; Reading (Elementary); Reading readiness; Language arts (Elementary)
• Online Access: Meij, Martha Catharina (1995) Breinfisiologiese fasette as basis vir 'n aantal parameters vir 'n aanvangsleesmetode, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17429>; http://hdl.handle.net/10500/17429

Summaries in Afrikaans and English === Text in Afrikaans === Two opposing approaches to beginning reading are used, namely the phonological and global approach, under which the whole word, whole sentence and whole language methods are classed. The whole crux of the controversy is situated in beginning reading as an explicit, intensive and systematic method of teaching phonics, as opposed to implicit beginning reading through discrimination of global configurations, augmented by psycholinguistic guesses within reading context. Arguments about the advantages and disadvantages of the opposing methods have been hurdled to and fro for decades without any discernible gain. The question emerged whether research on brain physiology with respect to language and reading, a relatively new field of study, could shed light on the foundation of an accountable method for beginning reading. Renewed insights to the controversial differences were gained, and brain physiologically accountable parameters as a base for a beginning reading method were framed from these insights. === Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen die geheeltaalmetode ressorteer. Die kern van die verskil tussen die aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig. In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n aanvangsleesmetode is uit hierdie insigte opgestel. === Psychology of Education === M. Ed. (Psychology of Education)